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Called to Teach: A Mixed Methods Study on the Relationship between Teaching Style and Educational Preparedness of Anglican Clergy Who Disciple

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Title: Called to Teach: A Mixed Methods Study on the Relationship between Teaching Style and Educational Preparedness of Anglican Clergy Who Disciple
Language: English
Authors: Jessica H. Jones
Source: ProQuest LLC. 2021Ph.D. Dissertation, Northwest Nazarene University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 228
Publication Date: 2021
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Descriptors: Teaching Styles, Readiness, Clergy, Adult Learning, Christianity, Gender Differences, Age Differences, Teaching Experience, Student Centered Learning, Teaching Methods
Assessment and Survey Identifiers: Principles of Adult Learning Scale
ISBN: 979-85-16-91634-2
Abstract: Discipleship, a primary charge of the Church, involves teaching and learning. In order to disciple well, the Church and its clergy must consider how to teach content so that adults learn effectively. This consideration ought to begin in seminary, the primary source of educational preparation for Anglican clergy. Research is needed to identify the connections among Christian education, clergy preparedness, andragogy, and discipleship. To meet that need, this research used a convergent model to determine the relationship between teaching style and the educational preparedness of Anglican clergy who disciple. The teaching style of participants was identified using the Principles of Adult Learning Scale (PALS). Educational preparedness and its relationship to teaching style was identified through qualitative data collected within a mixed methods survey. Anglican clergy demonstrated a preference for a teacher-centered teaching style, as measured on the PALS. The researcher used Pearson's correlation to analyze the relationship between the PALS score and gender, age, years in ministry, teaching experience, and amount of formal instruction in adult learning methods. The data demonstrated a significant relationship between gender and teaching style. Patterns emerged revealing the oldest group and the group with the least amount of formal instruction both scored the most teacher-centered, while those with more experience teaching scored the most learner-centered. Coded qualitative data indicated clergy did not feel adequately prepared to teach, sought additional informal training, and desired more practical experiences connected to content while in seminary. Results indicate the need for seminaries to model andragogical methods, to teach andragogical principles, and for future clergy to utilize andragogical techniques when discipling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28545452
Accession Number: ED667319
Database: ERIC
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  Data: Discipleship, a primary charge of the Church, involves teaching and learning. In order to disciple well, the Church and its clergy must consider how to teach content so that adults learn effectively. This consideration ought to begin in seminary, the primary source of educational preparation for Anglican clergy. Research is needed to identify the connections among Christian education, clergy preparedness, andragogy, and discipleship. To meet that need, this research used a convergent model to determine the relationship between teaching style and the educational preparedness of Anglican clergy who disciple. The teaching style of participants was identified using the Principles of Adult Learning Scale (PALS). Educational preparedness and its relationship to teaching style was identified through qualitative data collected within a mixed methods survey. Anglican clergy demonstrated a preference for a teacher-centered teaching style, as measured on the PALS. The researcher used Pearson's correlation to analyze the relationship between the PALS score and gender, age, years in ministry, teaching experience, and amount of formal instruction in adult learning methods. The data demonstrated a significant relationship between gender and teaching style. Patterns emerged revealing the oldest group and the group with the least amount of formal instruction both scored the most teacher-centered, while those with more experience teaching scored the most learner-centered. Coded qualitative data indicated clergy did not feel adequately prepared to teach, sought additional informal training, and desired more practical experiences connected to content while in seminary. Results indicate the need for seminaries to model andragogical methods, to teach andragogical principles, and for future clergy to utilize andragogical techniques when discipling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
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        PageCount: 228
    Subjects:
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Clergy
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Christianity
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Teaching Experience
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Principles of Adult Learning Scale
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